Chapter 1
Problem Statement
The
integration of Information and Communications Technology (ICT) in South African
classrooms poses a critical question regarding its true efficacy in enhancing
teaching and learning processes. Despite efforts by the South African
Department of Basic Education to provide ICT resources to schools and promote
ICT-integrated teaching, limitations persist in effectively incorporating ICT
within the education system.
During,
Covid- 19 the education system had to find means of learning and teaching to
take place. Thus, the education system introduced the use of ICT tools inorder to
complete the content that needs to be covered for the year. As I was teaching
during the 2nd year of Covid- 19 pandemic when the lockdown rules were lifted
for learners to attend schools. Learners had to rotated when attending classes
our public school our mode of teach was through whatsapp as it was easily
accessable for . Learners were given the opportunity to work at the comfort of
their own space. Classwork, homework and assessment answers gave an idea that
learners where understanding what is being taught and engage as they had the
opportunity to refer to videos provided for practicals, online quizes and the
internet they had the opportunity to access further clarification but when learners
had to write sit-down tests they showed lack of understanding in what was
taught, learners grades were not good even after all the fun of using smartboards
and phones.
I
have seen that as much as the use of ICT is beneficial to the education but to
what extent does it benefit teaching and learnign to take place. According to Dynarski et al
(2010) demonstrate that
having technology in the classroom does not ensure that instruction is
delivered effectively. The use of ICT integrattion for Life Science took away the
joy of doing hands on activities as teachers used videos a lot. How impactful
is the use of it when it comes to the teaching
and learning taking place in Life science classroom. ICT integration may not
happen consistently in every classroom, as further highlighted by Voogt et al. (2012).
Sometimes it might not happen at all, or it might go too slowly. Furthermore,
the influence of ICT on teachers’ and students’ learning outcomes may be
minimal even in cases when it is integrated. The mere presence of technology in
classrooms does not necessarily translate to effective instruction or enhanced
learning (Dynarski et al, 2010).
Aim
of the study
The
aim of the study is to investigate the effectiveness of ICT integration in Life
Science classrooms.
The
aim of the study is to assess the effectiveness of ICT integration in enhancing
teaching and learning outcomes in Life Science education during and
post-COVID-19 pandemic, with a focus on understanding its impact on student
engagement, understanding, and overall instructional effectiveness.
Main research question
●
What is the influence of
ICT integration in Science education
/ classrooms?
Secondary questions:
·
How does the integration of ICT tools impact the effectiveness of
instruction in Life Science classrooms?
·
What specific teaching methods or strategies are employed with ICT tools?
·
How do students engage with ICT-integrated tools compared to traditional
teaching methods?
What
are the possible affordances and challenges of the use of teaching science education
through the use of ICT? the research must be able to use the above to write the below.
Introduction: Introduce the study
Ø Background and
context: Explain the general area of research and its significance
Ø Problem statement
Ø Purpose/aim of
the study and objectives
Ø Main research
question and secondary questions
Ø Rationale and significance
of the study
Ø Chapter summary
Chapter 2
Literature review: Write a brief introduction
Ø The literature
review should be based on the keywords used in the itle so that your study does
not move out of context. Make sub-headings.
Ø Review of
relevant literature: Summarize existing research, theories, and concepts
related to your topic.
–
Gaps in the literature: Identify areas where
further research is needed or where existing research is lacking.
Theoretical Framework
Ø Present the
theoretical foundation or framework guiding your study.
Ø It is advisable
to write it after the literature review because after that you can look at
information gathered from the literature and decide on the framework
Ø Chapter summary
Chapter 3
Methodology: Introduction of the chapter
Ø Approach:
Describe the methodological approach you used to conduct the literature review
(e.g., systematic lit review, narrative review).
Ø – Search strategy: Explain how you searched
for and selected relevant literature.
Ø – Inclusion/exclusion criteria: Specify the
criteria used to include or exclude studies.
Ø – Data extraction: Describe how data from
selected studies were extracted and analyzed.
References
Ø – List all the references cited in your
study following a specific citation style APA.
Ø Remember, the
specific structure and content of your non-empirical research project may vary
based on the requirements of your field and the nature of your study.
Ø Remember, the
specific structure and content of your non-empirical research project may vary
based on the requirements of your field and the nature of your study.
Ø Remember, the
specific structure and content of your non-empirical research project may vary
based on the requirements of your field and the nature of your study.
v
Ø – List all the references cited in your
study following a specific citation style APA
Ø Remember, the
specific structure and content of your non-empirical research project may vary
based on the requirements of your field and the nature of your study.
